[PDF] Syllabus Cambridge IGCSE® Mathematics 0580

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Syllabus

Cambridge IGCSE®

Mathematics 0580

Cambridge Assessment International Education prepares school students fo r life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the Univers ity of Cambridge. Our international qualications are recognised by the world"s best universities and employers, giving students a wide range of options in their education and career. As a not-for-pro t organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners" potential. Our programmes and qualications set the global standard for internat ional education. They are created by subject experts, rooted in academic rigour and reect the latest educational research. They provide a strong platform for learners to progress from one stage to the next, and are well supported by teaching and learning resources. Our mission is to provide educational benet through provision of int ernational programmes and qualications for school education and to be the world leader in this eld. Together wi th schools, we develop Cambridge learners who are condent, responsible, reective, innovative and engaged - equipped for success in the modern world. Every year, nearly a million Cambridge students from 10

000 schools in 160 countries prepare for their future with

an international education from Cambridge International. ‘We think the Cambridge curriculum is superb preparation for university." , Dean of Undergraduate Admissions, Duke University, USA Our systems for managing the provision of international qualications and education programmes for students aged 5 to 19 are certied as meeting the internationally recognised standard for quality management, ISO 9001:2008. Learn more at Cambridge Assessment International Education is part of the Cambridge As sessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), whic h itself is a department of the University of Cambridge. UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for th eir own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party eve n for internal use within a centre. Aims 5

Content overview

6

Assessment overview

7

Assessment objectives

8

Core assessment

36

Extended assessment

36

Command words

37

Before you start

38

Making entries

39

After the exam

40

How students and teachers can use the grades

40

Grade descriptions

40

Changes to this syllabus for 2020, 2021 and 2022

41
For information about changes to this syllabus for

2020, 2021 and 2022, go to page 41.

Back to contents page

1

Why choose this syllabus?

Key benets

‘The strength of Cambridge IGCSE qualications is internationally recognised and has provided an international pathway for our students to continue their studies around the world."

Gary Tan

Why choose this syllabus?

3 The combination of knowledge and skills in Cambridge IGCSE Mathematics g ives learners a solid foundation for further study. Candidates who perform well should be able to progress to the advanced study of mathematics. Teachers and learners should discuss anticipated achievement, taking int o account learners" individual strengths in the subject. From Cambridge IGCSE Mathematics learners can progress to Cambridge IGCS

E Additional Mathematics or straight

to Cambridge International AS & A Level Mathematics, or other qualic ations at that level. Cambridge IGCSEs are accepted and valued by leading universities and emp loyers around the world as evidence of academic achievement. Many universities require a combination of Cambrid ge International AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements. UK NARIC, the national agency in the UK for the recognition and comparis on of international qualications and skills, has carried out an independent benchmarking study of Cambridge I

GCSE and found it to be comparable to

the standard of GCSE in the UK. This means students can be condent t hat their Cambridge IGCSE qualications are accepted as equivalent to UK GCSEs by leading universities worldwide

Learn more at

, Managing Director of British School in Egypt BSE

Why choose this syllabus?

4 We provide a wide range of practical resources, detailed guidance, and i nnovative training and professional development so that you can give your learners the best possible prepara tion for Cambridge IGCSE.

Exam preparation resources

Question papers

Mark schemes

Example candidate responses to understand what examiners are looking for at key grades

Examiner reports to improve future teaching

Community

You can nd useful information, as well as

share your ideas and experiences with other teachers, on our social media channels and community forums.

Find out more at

Training

Face-to-face workshops around the world

Online self-study training

Online tutor-led training

Cambridge Professional Development

Qualications

Teaching resources

School Support Hub

Syllabus

Scheme of work

Learner guide

Discussion forum

Resource list

Endorsed textbooks and digital resources

Support for

Cambridge

IGCSE

Back to contents page

2

Syllabus overview

Aims

Support for Cambridge IGCSE Mathematics

Syllabus overview

6

All candidates will study the following topics:

NumberAlgebraShape and spaceProbability and statistics

NumberAlgebra and graphsGeometryProbability

Coordinate geometryMensurationStatistics

Trigonometry

Vectors and

transformations The course is tiered to enable effective differentiation for learners. T he Core content is intended for learners targeting grades GC, and the Extended content is intended for learne rs targeting grades DA*. All of the Core content is in the Extended content. The subject content is organised by topic: number, algebra, shape and sp ace, and probability and statistics. The content is not presented in a teaching order. This content structure and the use of tiering allows exibility for t eachers to plan delivery appropriately for their learners. Learners should be able to both use techniques listed in the content and apply them to solve problems. Calculators are allowed throughout the assessment. Learners should know when and how to use their calculator, how to check their answers and how to apply rounding appropriately when solving a problem. Learners should be able to show their working and be able to communicate mathematically, using appropriate notation and structure to communicate their reasoning within a problem. ComponentsNumber %Algebra %Shape and space %Probability and statistics % Core (Papers 1 and 3)3035202530351015

Extended

(Papers 2 and 4)1520354030351015

Syllabus overview

7

All candidates take two papers.

Candidates who have studied the Core syllabus content, or who are expect ed to achieve a grade D or below, should be entered for Paper 1 and Paper 3. These candidates will be eligible fo r grades C to G. Candidates who have studied the Extended syllabus content and who are ex pected to achieve a grade C or above should be entered for Paper 2 and Paper 4. These candidates will be elig ible for grades A* to E.

Core candidates take:Extended candidates take:

Paper 1 (Core)

1 hour

35%

56 marks

Short-answer questions

Questions will be based on the Core

curriculum Externally assessedPaper 2 (Extended) 1 hour 30 minutes 35%

70 marks

Short-answer questions

Questions will be based on the Extended

curriculum

Externally assessed

and:and:

Paper 3 (Core)

2 hours

65%

104 marks

Structured questions

Questions will be based on the Core

curriculum Externally assessedPaper 4 (Extended) 2 hours 30 minutes 65%

130 marks

Structured questions

Questions will be based on the Extended

curriculum

Externally assessed

Candidates should have a scientic calculator for all papers. Three signicant gures will be required in answers (or one decim al place for answers in degrees) except where otherwise stated.

Candidates should use the value of

ʌ from their calculator or the value of 3.142.

Syllabus overview

8

The assessment objectives (AOs) are:

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